Aston by Sutton Primary School

Behaviour and SafetyPolicy

Revised: February 2016

Consultation Period:March 2016

Approved by Governors:

Date of Next Review: Spring Term 2018

Introduction

At Aston we pride ourselves on having a happy and safe school where children enjoy being part of our close knit community. We expect the best behaviour from all who enter.

All children have the right to an education which offers them the best opportunities to work hard, be happy and to make good progress. We recognise that all children have the right to feel safe and secure and that all staff are here to create the appropriate environment and opportunities for this to happen.

This policy sets out the expectations of behaviour at Aston by Sutton Primary School. The Governors, staff and pupils seek to maintain an environment which encourages and reinforces good behaviour and positive attitudes. It also explains the consequences should misdemeanours arise. Most pupils will only ever experience ‘when things go right’ whilst here, due to the nurturing positive atmosphere that we endeavour to create. However, from time to time, children may need help and support in choosing the correct path of behaviour, and this is why we have produced a comprehensive clear picture of consequences for when ‘things go wrong’.

This policy should be read in conjunction with the School’s Anti-bullying Policy, Safeguarding Policy, Equal Opportunities Policy, Race Equality Policy and Aston by Sutton Primary School’s mission statement.

Aims and Principles

The School recognises that all children have the right to feel secure and they are encouraged to talk and to be heard. Children know that they can approach any of the adults in school if they are worried and that they will receive a consistent supportive approach.

We believe that the most effective way of achieving these aims is to encourage and praise positive behaviour. These are the underlying principles we wish to nurture throughout the school:

  • Enable effective teaching and learning through an exciting interesting and challenging curriculum
  • Treat all members of the school community with consideration and respect
  • Value others and be polite and friendly
  • Work hard and try one’s best
  • Respect the school environment and other people’s property
  • Respect the culture and beliefs of others
  • Promote self-esteem and emotional well-being
  • Empathy with others feelings through SEAL, family groups etc
  • Interest and engagement in their activities
  • Pride in their achievements using family points, star of the week etc

Role of the Pupil

At Primary age, children are still learning to socialise and develop their own opinions. Occasionally, despite all efforts, conflicts will arise or children will experiment with behaviour in an attempt to work out right and wrong . This is different to bullying. bullying involves applying power and control consistently. (see Anti-bullying Policy)

Pupils are expected to:

  • Follow the Golden Rules and Classroom Rules
  • Treat others as they would like to be treated, ie with tolerance and respect for other’s views and rights
  • Accept responsibility for their own choices and actions
  • Respond appropriately and immediately to any reasonable request or instructionmade to them by any adult in school.
  • Complete all assigned work within an agreed timescale.
  • Dress appropriately in the agreed school uniform. Haircuts and thewearing of jewellery should also be in line with school policy.

Role of Staff

Adults in the school have an important responsibility to model high standards of behaviour.

Adults in school are expected to:

  • Create a calm, purposeful and positive atmosphere with realistic expectations
  • Provide a caring and effective learning environment
  • Encourage all pupils, whatever their ability, to achieve their full potential
  • Encourage positive relationships based on mutual respect
  • Provide a personalised approach to the specific behavioural needs of particular pupils, liaising withthe Inclusion Leader and outside agencies as appropriate
  • Treat all children equally, irrespective of gender, sexuality, race, religion or disability
  • Be alert to signs of all forms of bullying and racial harassment and deal firmlywith it in line with school policy
  • Model the type of behaviour felt to be acceptable
  • Play an active part in building a sense of community
  • Deal sensitively with children in distress, listening to all appropriate to contribute factual evidence.
  • Support each other in maintaining good classroom management and be sensitive to each other’s needs

It is the responsibility of all adults to implement the school behaviour policy consistently throughout the school.

When a pupil behaves inappropriately, it is the responsibility of all adults to ensure that the child is heard without interruption, at the appropriate time. Adults should not act upon the information until all areas of the investigation have been explored.

It is the responsibility of the Headteacher to report upon the effectiveness of the Behaviour Policy as requested.

Role of Parents

At the start of school life at Aston by Sutton Primary School,parents & pupils are asked to sign a home-schoolagreement that outlines the responsibilities of the parent, pupil and school withregards to behaviour and attendance.

Parents are expected to:

  • Support their child in adhering to the school rules and the expectations of good behaviour, which includes completing the home school agreement on an annual basis.
  • Ensure that their child fully understands the school rules and the consequences of not adhering to

them

  • Inform the class teacher of any changes in circumstances which may affect their child’s behaviour
  • Discuss any concerns with the class teacher promptly

Role of Governors

The Governors of the school support the Headteacher and staff by:

  • Promoting the ethos of Aston by Sutton school where all are equallyvalued as members of the school community
  • Creating an effective partnership between pupils, parents staff and governors
  • Maintaining a caring, safe and nurturing environment where pupils can flourish
  • Developing a positive reputation in the community
  • Ensuring that the school community is safeguarded

Positive Behaviour Management

Positive behaviour management may be defined as the strategies the school employs to promote a wellordered,purposeful school community. These strategies underpin the Behaviour Policy and include:

  • PSHE(SEAL)/Citizenship/Assemblies
  • Family Groups
  • Class Rules
  • Golden Rules for general behaviour inside school and within the extended community
  • Rewards
  • Consequences
  • Areas of Responsibility/good role models
  • Mutual respect expected of all adults and children
  • Anti-Bullying policy
  • Friendship Stop
  • A range of visitors into school and a variety of visits offsite
  • Rights Respecting School

Family Groups

The purpose of Family Groups is to encourage mutual respect between members of the school community, to help develop strong values and attitudes and to enable all pupils to feel that their views and opinions are important within the context of the whole school.

Each family group, (Badgers, Squirrels, Moles & Pheasants) elects year 6 children to be the chair, vice-chair and secretary to run meetings.The communication from each family groupleads to discussions which reflect group feelings and opinions. Meetings are held at least monthly and minutes are kept for reflection and discussion.

The Family Groups are responsible for making decisions about certain aspects of schoollife which affect all pupils. Having contributed to thedecision making process, each pupil has some degree ofpossession of the outcome.

The discussions, feedback and decision making contribute to pupils own awareness ofthe need for individual and group discipline. This in turn encourages trust, caring and teamwork.

Friendship Stop

All children know that there is a designated space on the playground where they can go if they have not got anyone to play with. It is the responsibility of all children to engage with those on at the stop. Y6 buddies enjoy their role of ensuring EYFS children are actively involved in break times, helping and supporting them to find a friend to play with.

Formulating class rules

At the start of the school year in September, each class negotiates together their own class rules in language appropriate to the age of the children and worded positively. These rules will be reinforced regularly by all school members through praise and rewards and through the use of sanctions, if necessary. These rules are displayed in each classroom and are reinforced regularly with the children.

Golden Rules

The Golden Rules are on display around the school to remind all children of the expectations of behaviour within school including moving between rooms and during break times.

When Things Go Right:

Rewards

Rewards are used throughout the school. They range from awards to the whole class, to groups, to individuals and are given by all adults in the school.

• Star of the Week

Children from each class are chosen by their class teachers for particularmention in whole school assembly. This may relate to work, attitude, behaviour etc.Each of the winners is presented with a certificate. Their name is included on the weekly newsletter outlining their success. Children's photographs are displayed for one week in the entrance hall, and then placed in a special book stored with the ‘star of the week award.

• Family Points

From Reception onwards, each pupil atAston becomes a member of a Family Group. They are: Badgers, Squirrels, Moles & Pheasants. Children can be given family points for avariety of reasons such as kindness, listening carefully, tidying withouthaving to be asked etc. The family points are totalled every Friday assembly and the house with the most points is announced and congratulated. At the end of each term the winning family group is announced, and their family group ribbon is displayed on the trophy in the entrance hall. The Family is also treated to a celebration such as movie and popcorn.

• Merit Badges

Children are rewarded for their academic work through the use of Merit Points. When children have collected enough points (KS1 - 20 for bronze, another 30 for silver, another 50 for gold and another 50 for platinum. KS2 - 50 for bronze, another 50 for silver, another 50 for gold and another 50 for platinum), they are awarded, in whole school assembly, with their merit badge.

• Attendance

There is an attendance trophy awarded to the class with the highest attendance for that week. It is displayed with pride in the classroom for the week. Those children with 100% attendance each term are presented with a special certificate. At the end of the year children who have 100% attendance for the whole year receive acertificate and a prize. Children achieving attendance of 98% or higher are also given acertificate.

Areas of Responsibility

Pupils throughout the school are offered opportunities to take responsibility, to showinitiative and to extend their social and cultural experiences. These roles include:

  • Classroom monitors
  • Family Group Leaders
  • Friendship Stop
  • Librarians
  • Playleaders

.

When Things Go Wrong:

Unacceptable behaviour includes

Please note that the following list is not exhaustive. Behaviour considered‘unacceptable’ may be determined by the Governing Body where the Headteacher feelsit necessary to bring to their attention any behaviour that does not fit into an alreadylisted category.

  • Disobedience to a reasonable instruction.
  • Non-completion of school work that could be reasonably expected.
  • Inappropriate dress [e.g. trainers] extreme hair styles [e.g. Mohican, tram lines, ‘extreme’ will be determined by the Headteacher body piercing [e.g. more than one piercing to the ear.
  • Biting, spitting, hitting and/or kicking.
  • Foul language and swearing.
  • Making unkind remarks.
  • Damaging property, including defacing property eg graffiti
  • Answering back, rudeness or aggression to adults or others.
  • Stealing, including hiding another person’s property.
  • Carrying knives, drugs, alcohol or any offensive weapon into school.
  • Truancy, including non or poor attendance, and a regular pattern of late attendance
  • Racist or derogatory comments eg use of the word ‘gay’ or behaviour that causes offence eg all forms of bullying (see Anti-Bullying Policy)
  • Fighting or encouraging others to fight.
  • Forming gangs for the purpose of intimidating others.
  • Bullying, in any form, eg cyberbullying (including from home), homophobic bullying.
  • Wearing of any symbols that could cause offence to individuals and or groups, either by gender, sexuality, race, colour, culture, disability or religion.
  • Putting themselves, other children or adults at risk.
  • Moving around school in a way that falls below the expected standards of general behaviour, eg running, shouting, pushing.
  • Creating or spreading malicious ‘gossip’ about adults who work or volunteer in school, about other children and families, and including the use of social media.

Employed Staff Powers to Discipline Pupils

Teachers, and all paid employees, have the statutory authority to discipline pupils whose behaviour is unacceptable; who break school rules or who fail to follow a reasonable instruction (Section 90 and 91 of the Education and Inspection Act 2006).

  • The power applies to all paid staff with responsibility for pupils, eg including Teaching Assistants.
  • Staff can discipline pupils at any time that the pupil is in school or offsite eg, visits and residential visits.
  • Staff can also discipline pupils when a pupil’s misbehaviour occurs off school premises.
  • Staff can confiscate pupils’ property.
  • Staff can impose an agreed sanction (see this policy)
  • Staff have the power to impose a reflection time; during the school day eg lunchtimes and playtimes (allowing for reasonable access for the child to be able to eat, drink and use the toilet), or preventing a child from taking part in an activity afterschool eg representing the school, or whilst on a residential visit.

The power to discipline pupils applies to behaviour both in school, and out (in certain circumstances – eg bringing the school’s reputation into disrepute or incidents of bullying or harassment that affect children in school.)

The Headteacher should consider whether a child’s behaviour gives cause to suspectthat the child may be suffering, or is likely to suffer significant harm. Where this may bethe case, staff should be directed to follow the school’s safeguarding procedure.

Physical Restraint of a pupil:

In very rare situations, where a child is refusing to follow a reasonable instruction to stoptheir behaviour, which may;

  • be causing harm to themselves or another person
  • involve damaging property

The law allows staff to physically restrain a pupil using ‘reasonable’ force. Should a child ever be physically restrained, then the parent of the childwould be notified immediately. Any parent who requires further information regardingphysical restraint can request further details from the office

Pupil’s Conduct Outside the School Gates

Staff have the power to discipline pupils for misbehaving outside the school gates, “tosuch an extent as is reasonable.” This includes behaviour witnessed by a member ofstaff or reported to the school by another person. This could include misbehaviourwhen:

  • Taking part in school organised activities, eg offsite visits, residential visits, when representing the school
  • Travelling to and from school,
  • Misbehaviour when wearing school uniform
  • Or any misbehaviour at any time that could have repercussions for the orderly running of the school, poses a threat to another pupil or member of the public, could adversely affect the reputation of the school and includes misbehaviour online.
  • Poor Attendance*

In all cases, the child will be disciplined when they are on school premises or when thepupil is under the lawful control of a member of staff (offsite visits and residential visits).

Sanctions/Punishments

When children’s behaviour does fall below the acceptable standards (see above), theHeadteacher, or delegated person is likely to carry out an investigation into the incident.

Any investigation will be recorded in a Class Diary, the extent and details of which willvary with the appropriateness of the investigation.

During the investigation the Headteacher, or delegated person can:

  • Speak to a child or group of children without the parents’ consent
  • Speak to the child or group of children without parents being present

The outcome of the investigation is to determine what is likely to have happened. TheHeadteacher, or delegated person can use their previous knowledge of the childreninvolved in order to come to their final conclusions. The Headteacher, or delegatedperson will then determine the sanction to be used.

The punishment used must be reasonable and must not breach any other legislation(disability, SEN, race and other equality acts).

Non adherence to positive behaviour policy - summary of procedures

A firm but calm reminder from a member of staff is expected to be sufficient to correct mostmisbehaviour. However, if this fails, then the following procedures are likely to beadopted. These procedures assume a gradual increase or persistence in bad behaviour. If behaviour degrades very quickly or if the first incident is of a serious nature (i.e violence) then it is acceptable to skip stages e.g. child may be given an internal exclusion - Level 2

There may be occasions, however, when domestic circumstances, or the child’s disposition, would warrant an internal exclusion (or seclusion) where he or she completes their school work in a designated workspace within school and has their break periods away from their peers. This is not always because a child has mis-behaved, but sometimes may be in the best interests of the child to prevent behaviour from escalating into a negative cycle.

We expect that early intervention and discussions with parents will resolve the issues. Early involvement makes it easier to develop a positive partnership between school and home.

Level 1 - 1st Yellow Card / Verbal reminder of expectations of behaviour and rules (refer to class display)
Verbal reminder with choice of consequences:
Praise for choosing to behave appropriately
Sanction – 5 minute time out in class
Level 2 - 2nd Yellow Card / Time-Out in another class.
Time Out in another class to be recorded in the Class Diary.
Level 3 - red Card / Sent to see Headteacher
Playtime is missed
Parents must be informed by a senior member of staff

When a child has had time out it is then appropriate to discuss what has happened, what they did, and what they may do differently when in a similar situation/scenario.